International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2022, Vol. 18(3) 12-24

The Relationships between the Academic Boredom and Lifelong Learning Tendency

Sultan Selen Kula

pp. 12 - 24   |  DOI: https://doi.org/10.29329/ijpe.2022.439.2   |  Manu. Number: MANU-2104-13-0003.R1

Published online: June 01, 2022  |   Number of Views: 281  |  Number of Download: 537

Save PDF

Abstract

In this study, the relationship between academic boredom and lifelong learning tendency among pre-service teachers was examined. The study also examined whether academic boredom level and lifelong learning tendency differ in terms of perceived academic success and the willingness to engage in lessons. The research group consisted of 448 pre-service teachers, studying at a state university in Turkey. The research was designed as a correlational survey model. In the research, one-dimensional "Level of Boredom Scale" and four-dimensional "Lifelong Learning Tendency Scale" were used as measurement tools. Research results suggested that statistically, while pre-service teachers' self-perception level of success did not significantly affect academic boredom, it affected motivation, perseverance, and lack of regulating learning; sub-dimensions of lifelong learning. Also, pre-service teachers' willingness to engage in the lesson significantly affected both academic boredom and lifelong learning tendencies. There was no significant relationship between pre-service teachers’ academic boredom level and their lifelong learning tendency.

Keywords: Academic Boredom, Lifelong Learning, Perceived Success, Student Engagement, Self-Regulating Learning

How to Cite this Article?

APA 6th edition
Kula, S.S. (2022). The Relationships between the Academic Boredom and Lifelong Learning Tendency . International Journal of Progressive Education, 18(3), 12-24. doi: 10.29329/ijpe.2022.439.2

Harvard
Kula, S. (2022). The Relationships between the Academic Boredom and Lifelong Learning Tendency . International Journal of Progressive Education, 18(3), pp. 12-24.

Chicago 16th edition
Kula, Sultan Selen (2022). "The Relationships between the Academic Boredom and Lifelong Learning Tendency ". International Journal of Progressive Education 18 (3):12-24. doi:10.29329/ijpe.2022.439.2.
References
  1. Altınkurt, Y. (2008). The reasons for students irregular attendance and the effect on this students irregular attendance on their academic achievement. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi [Dumlupınar University Journal of Social Sciences]. 20, 129-142. [Google Scholar]
  2. Azevedo, R., Taub, M., & Mudrick, N. V. (2018). Using multi-channel trace data to infer and foster self-regulated learning between humans and advanced learning Technologies. in Handbook of Self-Regulation of Learning and Performance, Eds D. Schunk, & J. A. Greene, (New York, NY: Routledge). [Google Scholar]
  3. Bennett-Clarke, C. B. (2005). The impact of self-generated analogy instruction on at-risk students’ interest and motivation to learn. Unpublished Doctoral Dissertation, Florida State University. [Google Scholar]
  4. Biggs, J. & Tang, C. (2011). Teaching for quality learning at university. 4th Edition, Open University Press: England. [Google Scholar]
  5. Bridgeland, J. M., DiIulio Jr, J. J., & Morison, K. B. (2006). The silent epidemic: Perspectives of high school dropouts. Civic Enterprises. https://eric.ed.gov/?id=ED513444 [Google Scholar]
  6. Candy, P., Crebert, G., & O'Leary, J. (1994). Developing lifelong learners through undergraduate education. Commissioned Report No. 28, National Board of Employment Education and Training. Canberra: Australian Government Publishing Service. [Google Scholar]
  7. Cliath, B. A., Rialtais, O. D. F., Alliance, T. S., Laighean, S. T., Rialtais, F., & Post-tráchta, A. R. (2000). Learning for life: White paper on adult education. Stationery Office. http://www.onestepup.ie/as-sets/files/pdf/fe_adulted_wp.pdf [Google Scholar]
  8. Crow, S. R. (2006). What motivates a lifelong earner?. School Libraries Worldwide, 12(1), 22-34. [Google Scholar]
  9. Csikszentmihalyi, M. (2000). Beyond Boredom and anxiety. San Francisco: Jossey-Bass Publishers. [Google Scholar]
  10. Dembo, M. H., & Eaton, M. J. (2000). Self-regulation of academic learning in middle-level schools. The Elementary School Journal, 100(5), 473-490. https://doi.org/10.1086/499651 [Google Scholar] [Crossref] 
  11. D'Mello, S. (2013). A selective meta-analysis on the relative incidence of discrete affective states during learning with technology. Journal of Educational Psychology, 105(4), 1082. http://dx.doi.org/10.1037/a0032674 [Google Scholar]
  12. Demirel, M., & Akkoyunlu, B. (2017). Prospective teachers' lifelong learning tendencies and information literacy self-efficacy. Educational Research and Reviews, 12(6), 329-337. http://dx.doi.org/10.5897/ERR2016.3119 [Google Scholar]
  13. Demirkasımoğlu, N. (2017). University students’ opinions related to boredom at class: A research on prospective teachers. Journal of Higher Education. 7(1), 10-27. https://doi.org/10.2399/yod.17.002 [Google Scholar] [Crossref] 
  14. Diker Coşkun, Y., & Demirel, M. (2010). Lifelong learning tendency scale: the study of validity and reliability. Procedia-Social and Behavioral Sciences, 5, 2343-2350. [Google Scholar]
  15. Eastwood, J. D., Frischen, A., Fenske, M. & Smilek, D. (2012). The unengaged mind: defining boredom in terms of attention. Perspectives on Psychological Science, 7(5),  482–495. https://doi.org/10.1177/1745691612456044 [Google Scholar] [Crossref] 
  16. Elpidorou, A. (2018). The good of boredom. Philosophical Psychology, 31(3), 323-351. https://doi.org/10.1080/09515089.2017.1346240 [Google Scholar] [Crossref] 
  17. Elpidorou, A. (2018b). The bored mind is a guiding mind: Toward a regulatory theory of boredom. Phenomenology and the Cognitive Sciences, 17(3), 455-484. https://doi.org/10.1007/s11097-017-9515-1 [Google Scholar] [Crossref] 
  18. Eren, A. (2013). Profiles of prospective teachers’ boredom coping strategies. Ankara University, Journal of Faculty of Educational Sciences, 46(2), 69-90. [Google Scholar]
  19. Eren, A. (2016). Unidirectional cycles of boredom, boredom coping strategies, and engagement among prospective teachers. Social Psychology of Education, 19(4), 895-924. https://doi.org/10.1007/s11218-016-9348-8  [Google Scholar] [Crossref] 
  20. Eren, A., & Coşkun, H. (2015). Time perspectives and boredom coping strategies of undergraduate students from Turkey. Educational Research for Policy and Practice, 14(1), 53-75. [Google Scholar]
  21. Eren, A. & Coskun, H. (2016). Students' level of boredom, boredom coping strategies, epistemic curiosity, and graded performance, The Journal of Educational Research, 109(6), 574-588. http://dx.doi.org/10.1080/00220671.2014.999364 [Google Scholar]
  22. European Commission. (2018). Proposal for a council recommendation on key competences for lifelong learning. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52018SC0014&from=EN [Google Scholar]
  23. Fahlman, S. A., Mercer-Lynn, K. B., Flora, D. B. & Eastwood,  J. D. (2013). Development and validation of the multidimensional state boredom scale. Assessment, 20(1), 68–85. [Google Scholar]
  24. Fuchs, C., & Diamantopoulos, A. (2009). Using single-item measures for construct measurement in management research. Die Betriebswirtschaft: DBW, 69(2), 195-210. https://temme.wiwi.uni-wuppertal.de/fileadmin/_migrated/content_uploads/fuchs_diamantopoulos_2009.pdf [Google Scholar]
  25. Fullan, M. (2014). The principal: Three keys to maximizing impact. Jossey-Bass [Google Scholar]
  26. Ifenthaler, D. (2012). Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. Journal of Educational Technology & Society, 15(1), 38-52. https://www.jstor.org/stable/10.2307/jeductechsoci.15.1.38 [Google Scholar]
  27. Lee, J. S. (2012). The effects of the teacher-student relationship and academic press on student engagement and academic performance. International Journal of Educational Research, 53, 330–340. https://doi.org/10.1016/j.ijer.2012.04.006 [Google Scholar] [Crossref] 
  28. Mann, S. & Robinson, A. (2009). Boredom in the lecture theatre: An investigation into the contributors, moderators and outcomes of boredom amongst university students. British Educational Research Journal, 35(2), 243-258. https://doi.org/10.1080/01411920802042911 [Google Scholar] [Crossref] 
  29. Maroldo, G. K. (1986). Shyness, boredom, and grade point average among college students. Psychological Reports, 59, 395–398. https://doi.org/10.2466/pr0.1986.59.2.395 [Google Scholar] [Crossref] 
  30. Musharbash, Y. (2007). Boredom, time, and modernity: An example from Aboriginal Australia. American Anthropologist, 109, 307–317. https://doi.org/10.1525/aa.2007.109.2.307 [Google Scholar] [Crossref] 
  31. Nett, U. E., Goetz, T. & Hall, N. C. (2011). Coping with boredom in school: An experience sampling perspective. Contemporary Educational Psychology, 36(1), 49-59. https://doi.org/10.1016/j.cedpsych.2010.10.003 [Google Scholar] [Crossref] 
  32. Ng, A. H., Liu, Y., Chen, J. Z., & Eastwood, J. D. (2015). Culture and state boredom: A comparison between European Canadians and Chinese. Personality and Individual Differences, 75, 13–18. https://doi.org/10.1016/j.paid.2014.10.052 [Google Scholar] [Crossref] 
  33. Ozerk, G. (2020). Academic boredom: An underestimated challenge in schools. International Electronic Journal of Elementary Education, 13(1), 117-125. https://iejee.com/index.php/IEJEE/article/view/1339 [Google Scholar]
  34. Pekrun, R. (2006). The control-value theory of achievement emotions: assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341. https://doi.org/10.1007/s10648-006-9029-9 [Google Scholar] [Crossref] 
  35. Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583–597. https://doi.org/10.1037/0022-0663.98.3.583 [Google Scholar] [Crossref] 
  36. Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37, 91–105. [Google Scholar]
  37. Pekrun, R., & Linnenbrink-Garcia, L. (2014). International handbook of emotions in education. New York, NY: Routledge. [Google Scholar]
  38. Ramsden, P. (2004). Learning to teach in higher education. 2. Baskı, Routledge Falmer, London. [Google Scholar]
  39. Robinson, W. P. (1975). Boredom at school. British Journal of Educational Psychology, 45, 141–152. https://doi.org/10.1111/j.2044-8279.1975.tb03239.x [Google Scholar] [Crossref] 
  40. Sharp, J. G., Hemmings, B., Kay, R. & Atkin, C. (2018). Academic boredom, approaches to learning and the final-year degree outcomes of undergraduate students. Journal of Further and Higher Education, 42 (8), 1055–1077. https://doi.org/10.1080/0309877X.2017.1349883 [Google Scholar] [Crossref] 
  41. Sharp, J. G., Hemmings, B., Kay, R., Murphy, B. & Elliott, S. (2017). Academic boredom among students in higher education: A mixed-methods exploration of characteristics, contributors and consequences. Journal of Further and Higher Education, 41(5), 657-677. https://doi.org/10.1080/0309877X.2016.1159292 [Google Scholar] [Crossref] 
  42. Sharp, J. G., Hemmings, B., Kay, R. & Sharp, J. C. (2019). Academic boredom and the perceived course experiences of final year Education Studies students at university, Journal of Further and Higher Education, 1-28. https://doi.org/10.1080/0309877X.2017.1386287 [Google Scholar] [Crossref] 
  43. Sharp, J. G., Sharp, J. C., & Young, E. (2020). Academic boredom, engagement and the achievement of undergraduate students at university: A review and synthesis of relevant literature, Research Papers in Education, 35(2), 144-184. https://doi.org/10.1080/02671522.2018.1536891 [Google Scholar] [Crossref] 
  44. Simsek, H., Kula, S. S. & Baltaci, Ö. (2019). Examination of university students' boredom experiences in lessons. Inonu University Journal of the Faculty of Education, 20(1), 178-190. http://dx.doi.org/10.17679/inuefd.422551 [Google Scholar]
  45. Simsek, H., Kula, S. S., Ozcakir, B., & Ceylan Celiker, T. (2020). The relation between academic boredom of students with mathematics self-efficacy and mathematics anxiety. Acta Didactica Napocensia, 13(2), 30-42. http://dx.doi.org/10.24193/adn.13.2.2 [Google Scholar]
  46. Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection. Educational and Psychological Measurement, 69(3), 493–525. https://doi.org/10.1177/0013164408323233 [Google Scholar] [Crossref] 
  47. Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics. Boston, Pearson. https://www.pearsonhighered.com/assets/preface/0/1/3/4/0134790545.pdf [Google Scholar]
  48. Tabachnick, S. E., Miller, R. B., & Relyea, G. E. (2008). The relationships among students’ futureoriented goals and subgoals, perceived task instrumentality, and task-oriented self-regulation strategies in an academic environment. Journal of Educational Psychology, 100(3), 629–642. https://doi.org/10.1037/0022-0663.100.3.629 [Google Scholar] [Crossref] 
  49. TEA (2009). Ögretmen yeterlikleri raporu [Teacher competency report], Ankara: TEA. [Google Scholar]
  50. Uğurlu, C. T.; Usta, H. G. & Simsek, A. S. (2015). Views of university academic members and students on the absenteeism case and causes. Turkish Studies International Periodical For The Languages, Literature and History of Turkish or Turkic. 10(3), 1009-1030. http://dx.doi.org/10.7827/TurkishStudies.7915 [Google Scholar]
  51. Van Tilburg, W. A. P., & Igou, E. R. (2012). On boredom: Lack of challenge and meaning as distinct boredom experiences. Motivation and Emotion, 36, 181-194. https://doi.org/10.1007/s11031-011-9234-9 [Google Scholar] [Crossref] 
  52. Walker, C. O., & Greene, B. A. (2009). The relations between student motivational beliefs and cognitive engagement in high school. Journal of Educational Research, 102(6), 463–472. https://doi.org/10.3200/JOER.102.6.463-472 [Google Scholar] [Crossref] 
  53. Wortha, F., Azevedo, R., Taub, M., & Narciss, S. (2019). Multiple negative emotions during learning with digital learning environments–Evidence on their detrimental effect on learning from two methodological approaches. Frontiers in psychology, 10, 2678. https://doi.org/10.3389/fpsyg.2019.02678 [Google Scholar] [Crossref] 
  54. Yenilmez, K. & Ozbey, N. (2006). Özel okul ve devlet okulu öğrencilerinin matematik kaygı düzeyleri üzerine bir araştırma [A study on the math anxiety levels of private and public school students]. Journal of Uludag University Education Faculty, 19(2), 431-448. [Google Scholar]
  55. Yuksel-Sahin, F. (2008). Mathematics anxiety among 4th and 5th grade Turkish elementary school students. International Electronic Journal of Mathematics Education, 3(3), 179-192. [Google Scholar]
  56. Zheng, L., & Li, X. (2016). The effects of motivation, academic emotions, and self-regulated learning strategies on academic achievements in technology enhanced learning environment. In 2016 July IEEE 16th International Conference on Advanced Learning Technologies (ICALT) (pp. 376-380). IEEE. [Google Scholar]
  57. Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp. 1-25). New York: Springer-Verlag. [Google Scholar]
  58. Zimmerman, B. J., & Risemberg, R. (1997). Selfregulatory dimensions of academic learning and motivation. In G. D. Phye (Ed.), Handbook of academic learning: Construction of knowledge (pp. 105-125). San Diego, CA: Academic Press. [Google Scholar]
Download
Metric
History
Related

Volume 18 Issue 3

June 2022

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.